- Review Process
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- A project of LSF
This lesson introduces students to the concept of sustainable development and provides them with an opportunity to explore its principles.
The three components of sustainability: economy, environment, and society are explained to the class. Students then complete a Venn diagram exercise to analyze local activities with respect to sustainability. They present their analysis to the class. Guiding questions supplied by the resource provide an effective synopsis of the key learning points.
Analyzing activities with respect to sustainability.
This is a concise resource that allows the teacher to address the concept of sustainability. There is ample background information and guiding questions. Students analyze activities that they are familiar with because they select the activity.
The resource does not seem to consider the impacts on some groups of people when changes are made.
Values clarification needs to be encouraged with students considering why they should care if the actions being analyzed are sustainable.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives
Students generate which activities they will analyze with respect to sustainability from three categories stipulated in the resource.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
Students use a Venn diagram of "environment, society, economy" to analyze the issues. Questions are provided to guide discussion in each area examined.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
|Acting on Learning:
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Student reflection is addressed in the assessment questions but they do not necessarily clarify their values.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
|Personal Affinity with Earth
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Student-selected activities are considered. These activities relate to their own lives.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
The discussion focuses on the present with students considering how they will make changes in the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Learning brings together content and skills from more than one subject area
Learning is directed by questions, problems, or challenges that students work to address.
There are different sets of questions for different levels of student ability.
Activities address a range of student learning styles, abilities and readiness.
Authentic learning experiences are provided
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Videos of various case studies are listed as additional resources.
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control
Students select the area and activity they want to analyze.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.